Admissions



|Course Syllabus Outline |

|401/501 Teaching and Training |

|CJ 401 201 CRN 2681 CJ 501 201 CRN 2691 |

|Spring 2016 SH 416 T 1600-1820 |

|[pic] |[pic] |[pic] |

| INSTRUCTOR |

|Sam Dameron Criminal Justice & Criminology, IST, COS |

|Office: Smith Hall 732 Phone: (304) 696-2568(CJMU) FAX: (304) 696-3085 |

|Email: dameron@marshall.edu Webpage: |

|Office Hours: M, W, F 1000-1050, M, W 1330-1350 & 1600-1630, T 1330-1510 |

|Required Texts |

|American Psychological Association. (2009). Publication manual of the American |

|Psychological Association (6th ed.). Washington, DC: Author. |

|Svinicki, M., & McKeachie, W. J. (2014). McKIeachie’s teaching tips: Strategies, Research, |

|and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth. |

|Course Description |

|Students examine various theories and techniques used in teaching and training criminal justice professionals, develop lesson plans, and use technology |

|based presentation media to present information. |

|Prerequisites |

|Prerequisite: CJ 200 |

|Computer Requirements |

| A student must have access to a computer, a personal computer or campus computers. A student must be able to use Email, PowerPoint, and Microsoft |

|Word. Emails may be sent to your Marshall Email account for this class. You must regularly monitor your Marshall Email account or have the Email |

|forwarded to another account. Only inquiries from your Marshall Email account will be answered if the request if for student specific information. |

|Students also must have a “jump” or “travel drive” to backup assignments and bring in presentations. Computer loss of assignments will not be accepted |

|as an excuse, so back up your work often. Students also should backup work on their “V” drive to prevent loss. |

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|Desired Learning Objectives |

|IST Department Learning Outcomes |

|1. Students will demonstrate proficiency in the utilization of contemporary technologies to solve real-world problems. |

|2. In the development of a research project, students will scientifically analyze data, evaluate and incorporate relevant research, and describe |

|potential implications. |

|3. Students will effectively communicate in relating findings and recommendations resulting from course projects. |

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|Criminal Justice and Criminology: Discipline-Specific Learning Outcomes |

|Differentiate Among Criminal Justice System Components, Roles, and Practices |

|1. Students will define and properly use specialized terms to describe, explain, and differentiate the components, roles, and practices of the criminal |

|justice system. |

|Apply Theory in Criminal Justice and Criminology |

|2. Students will describe, explain, and differentiate major theories and theorists in criminal justice and criminology, and use one or more of these |

|theories to explain a selected behavior (e.g., crime), event (e.g. victimization), or policy response (e.g., law). |

|Upon completion of the Master of Science degree in criminal justice, and in part emphasized and reinforced through this course, graduate students will |

|be able to: |

|Exhibit specialized knowledge in the criminal justice and criminology field by |

|1. demonstrating advanced knowledge of the terms, laws, theories, processes, research methods, statistics, and key principles and |

|2. analyzing and critiquing concepts, theoretical perspectives, empirical findings, and trends. |

|Demonstrate oral, written, and analytic abilities by |

|3. evaluating contemporary criminal justice issues using analytical reasoning, problem solving, and effective communication skills; |

|4. preparing and delivering a presentation using effective oral communication skills that contains sustained, coherent arguments or explanations; and/or|

|5. interpreting descriptive and inferential statistical data. |

|Integrate and apply advanced knowledge of the criminal justice and criminology field by: |

|6. designing and producing an applied, investigative, paper or project with real-world implications that draws on scientific literacy, theoretical |

|criminology, and research methods |

|7. supporting a paper or project with appropriate information from the scholarly literature and using citations in APA format; and |

|8. assessing and articulating the relevant public policy implications of that project. |

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|Desired Course Learning Outcomes Matrix |

|How Each Outcome is Practiced in this Course |

|How Each Outcome is Evaluated in this Course |

| |

|1. Students will learn, recall, explain, apply, demonstrate, differentiate, organize, and critique teaching and training techniques and tips. (UG 1) |

|In-class examples, readings, practices and discussions, Quizzes, |

|Quizzes, Writing and Taking; Midterms, Writing and Taking; Teaching; Training; Evaluation of other student’s teaching and training |

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|Desired Course Learning Outcomes Matrix |

|How Each Outcome is Practiced in this Course |

|How Each Outcome is Evaluated in this Course |

| |

|2. Students will apply, demonstrate, and critique teaching and training techniques in class room situations. (UG 1 G Obj. 3, 4) |

|In-class examples, readings, practices and discussions, Quizzes |

|Theory Applications, tenets, Midterm, Final |

| |

|3. Students will analyze material and prepare questions to determine student learning. (UG Obj.1; G Obj. 1) |

|In-class examples, readings, and discussions |

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|Writing, quizzes, midterm, final exam |

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|4. Students will write apply APA guidelines to all assignments and use correct grammar, spelling, and punctuation in assignments. (UG 1; G 7) |

|In-class exercises and discussions, tenets, applications, Quizzes, Informal Writing |

|Lectures, outlines, notes, handouts |

| |

|5. Students will evaluate their own work, the work of other students and prepare evaluation instruments for the students in their class and training and|

|teaching scenarios. (UG 1; G 2, 3) |

|Tenets, Applications, Research article summaries, exam applications, practice evaluations |

|Abstracts/Research article summaries, exam applications, evaluations |

| |

|6. Students will create teaching and training syllabi, lesson plans, tests, handouts, PowerPoint Slides. (UG 1) |

|Practices creating teaching and training syllabi, lesson plans, tests, handouts, PowerPoint Slides. |

|. Students will create teaching and training syllabi, lesson plans, tests, handouts, PowerPoint Slides. |

| |

|7. Students will create and deliver lectures, and use techniques learned in class to produce teaching and training materials. (UG 1; G 2, 6, 4, 7) |

|Tenets, Applications, Research article summaries, exam applications |

|Applications, Tenets |

|Abstracts/Research article summaries |

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|Assignment Guidelines |

|Assignments must be written and typed according to APA guidelines with correct grammar, spelling, punctuation, etc. |

|Mockups of Teaching/Training outlines and Syllabi, will be provided at MUonline The site also includes, APA, Web Building, and PowerPoint |

|presentations. |

| |

|Plagiarism is the use of another’s thoughts or ideas and claiming them as your own. This includes quoting without citing, but also includes |

|paraphrasing another’s work without giving them credit. |

|Plagiarism or academic dishonesty, such as cheating on quizzes or exams, as a minimum will result in an “F” for the assignment or course. The |

|infraction also may be reported to the Academic Affairs Office (see current Student Catalog for further consequences). |

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|Course Outline |

|Undergraduates must outline 1 chapter of an introduction text in lesson plan format. Graduate Students must outline three chapters in lesson plan |

|format. |

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|Syllabus |

|A syllabus must be constructed by each student for the class they choose to outline and teach. The syllabus must be based upon the university/criminal |

|justice guidelines. |

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|Graduate Teaching Assessment/Assessment Tools |

|Each graduate student must build a set of five teaching tools. An index page (1) with picture, teaching philosophy, expertise, 10 links to help |

|students learn, and graphics (based upon the CJ faculty pages online). A study hints page (2) with pictures, graphics and ten study hints (information |

|taken from other sources than the student, some should be, must be cited according to APA format). A syllabus page (3) with the course material |

|required by the Criminal Justice Department. A PowerPoint handout page (4) with the PowerPoint for the teaching presentation in a format to be used for |

|note taking in class. A rubric for evaluation of a syllabus that has 10 evaluation criteria with five point places each. Totaling 100 points |

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|Power Points |

|Five slides to use with the training presentation and 10-12 slides for the Teaching Presentation. Graduate students will need more PowerPoint slides |

|for their teaching presentation in an actual class. |

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|Short Presentation (Training Presentation) |

|A five to seven minute presentation that uses three training techniques, one of which is five PowerPoints. This must be based upon the training |

|material prepared. |

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|Long Presentation (Teaching Presentation) |

|Ten to Fifteen Minute Presentation that involves 10-12 PowerPoint slides and a teaching aid, and five other teaching techniques. The presentation must |

|be based upon one of the chapter outlines from the introductory text. Graduate Students will teach a class for a professor in the Criminal Justice |

|Department, complete with PowerPoint slides (and handout(s) or links if appropriate). |

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|Lesson Plans |

|Students will have to prepare a lesson plan for a training segment on a subject coordinated with the professor and on a teaching segment for the class |

|presentation |

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|Participation |

|Participation will be based upon class attendance and participation in teaching. |

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|Test 1 |

|The student will have to write a test for three chapters from the text. It will have to be objective questions which cover the information in the |

|chapters assigned. The test will have to be five questions per chapter assigned and will have to have the answers provided. Questions for the final |

|exam will be taken from student questions. |

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|Test 2 |

|The student will have to write a test which has short answer, listing, definitions, and essay questions. There must be three questions per chapter, at |

|least five of which are essay. Answers for the questions must also be provided. Questions from the students will be used for the midterm exam. |

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|Quizzes |

|The student will have to construct quizzes for ten chapters of the text and take another student’s quizzes. Quizzes will be five questions in length and|

|will include an answer sheet on a separate page that is given to the professor to grade the quiz. |

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|Attendance Policy/ Participation Policy |

|University Policies |

|By enrolling in this course, you agree to the University Policies listed below. Please read the full text of each policy by going to |

| clicking on “Marshall University Policies.” Or, you can access the policies directly by going to |

| |

|Academic Dishonesty/Excused Absence Policy for Undergraduates/Computing Services Acceptable Use/Inclement Weather/Dead Week/Students with |

|Disabilities/Academic Forgiveness/Academic Probation and Suspension/Academic Rights and Responsibilities of Students/Affirmative Action/Sexual |

|Harassment. |

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|ATTENDANCE POLICY/MAKING UP WORK |

|Role will be called at the beginning of class if you are not there when your name is called/the sign sheet is passed around, you are absent and will not|

|be counted as present if you come up and ask me to count you present. If you miss an exam, quiz, or assignment with no legitimate documented University|

|Excuse, a zero will be given for that requirement with no make-up given. For those students who have a legitimate documented excuse (as defined in the |

|following paragraphs), an alternative time to take the exam/quiz or turn in an assignment will be determined by the instructor. The format of the |

|make-up exams/quiz/assignment will be left to my discretion. In addition, students who are late on exam day will only have the period that remains of |

|the class/test period to complete the examination. In addition, students who are late on exam day will not be permitted to take the exam if another |

|student(s) already has completed the exam and has left the classroom; the exam in this case has been compromised. In other words, you will NOT be able |

|to take the exam or take a make-up exam. If an examination has been excused, failure to make up the examination or quiz at the agreed time will result |

|in a zero for the examination, quiz, or assignment. |

|If you are have a University Excuse for a class period(s), (see below) must be turned in on the first class day the student returns to class at the end |

|of the excused absence. The student must make up the work or make arrangements with the instructor to make up the work that was due within one week of |

|the end of the excuse. Work includes assignments, quizzes, tests, papers, etc. NO MAKE-UP QUIZZES, EXAMINATIONS, OR PAPERS, ETC. WILL BE ACCEPTED FOR |

|UNEXCUSED ABSENCES. In all cases, all missed work must be completed by the class day, Friday, April 29, 2016. |

|University Attendance Policy Statement: |

|Students are expected to attend punctually all class meetings, laboratory sessions, and field experiences and to participate in all class assignments |

|and activities as described in the Course Syllabus. Absences are counted from the first class meeting after the student registers. Students registering |

|late are expected to make up all missed assignments in a manner determined by the instructor. Students should be aware that excessive absences, whether |

|excused or unexcused, may affect their ability to earn a passing grade. |

|The instructor of each class shall establish a policy on class attendance and make-up work, and provide the policy to students in the Course Syllabus. |

|This policy must not conflict with university policies, including this policy. Class attendance may be a criterion in determining a student’s final |

|grade in the course if the instructor provides a statement to this effect in the course syllabus. |

|Students must promptly consult with their instructors about all class absences. Instructors will work with students to identify appropriate |

|documentation and discuss any missed class time, tests, or assignments. Except in the case of University Excused Absences, it is the decision of the |

|instructor to excuse an absence or to allow for additional time to make up missed tests or assignments. A student may not be penalized for an excused |

|absence, provided that the student, in a manner determined by the instructor, makes up the work that has been missed. Instructors are required to honor|

|valid University Excused Absences and to provide reasonable and equitable means for students to make up work missed as a result of those absences. |

|Academic obligations that cannot be made up should be addressed by the course instructor in consultation with the student to ensure that continued |

|enrollment is feasible while there is still an opportunity to drop the course within the established withdrawal period. |

|This policy excludes academic endeavors that require the completion of a specific number of clock hours, such as clinical experiences, practica, and |

|internships. For those courses, the department chair or program supervisor will determine the maximum number of absences. This policy does not supersede|

|program accreditation requirements. This policy also excludes laboratory courses that require significant preparation and monitoring. For such courses,|

|departments will determine the minimum number of laboratories a student must complete to pass the course. If a student cannot complete this number of |

|labs, the instructor may recommend that the student withdraw from the class. |

|If the instructor believes that the number of absences accrued under the terms of this policy (whether excused or unexcused) is such that a student |

|cannot fulfill the learning experience and mastery that a course requires, the instructor may recommend that the student withdraw from the class. |

|University Excused Absences |

|These are addressed by the instructor or the Dean of Student affairs as described in each item. Appropriate documentation is required for each absence. |

|The Dean of Student Affairs will notify course instructors of his or her actions using the university e-mail system. |

|1) University-sponsored activities. |

|Student participation in authorized activities as an official representative of the |

|university. Such activities include official athletic events, ROTC, student government and student organization activities, regional or national |

|meetings or conferences when endorsed by an academic or organization faculty advisor, performances, debates, and similar activities. The Dean of Student|

|Affairs addresses these absences. |

|2) Medical circumstances. |

|a) A student who is briefly ill or injured with fewer than three consecutive hours of class |

|(see (b) below), and is therefore unable to attend class, should first consult with his or her course instructor about the absence. If necessary, the |

|instructor may refer the student to the Dean of Student Affairs. |

|b) The Dean of Student Affairs will address absences of three or more consecutive hours of class. This includes absences of three consecutive one-hour |

|class meetings, one three-hour class meeting, etc. |

|3) Death or critical illness of an immediate family member. |

|Immediate family is defined as parents, legal guardians, |

|siblings, children, spouse or life partner, grandparents, and grandchildren. The Dean of Student Affairs addresses these absences. |

|4) Other official activities. |

|a) Short-term military obligations. The Dean of Student Affairs addresses these absences. Students who are subject to federal military activation are |

|covered by a separate policy. Please consult the catalog for this policy. |

|b) Jury duty, subpoenas for court appearance, religious holidays, and other official activities deemed by the Dean of Student Affairs to warrant an |

|excused absence. |

|5) Extreme personal emergencies. |

|Examples of such events include house fires, serious crimes, and other grave emergencies deemed by the Dean of Student Affairs to warrant an excused |

|absence. |

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|Online application for a University Excused Absence |

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|Incomplete: “The grade of I (incomplete) indicates that the student has completed three-quarters of the course, as determined by the instructor, but |

|cannot complete the course for a reason that accords with the university excused absence policy. For courses (traditional or online) that do or do not |

|have a defined absence policy, it is determined by the instructor to issue the I grade. Students must be in good standing (for example a C grade or |

|better) in the class prior to requesting an incomplete. The course instructor decides whether or not an incomplete will be granted and specifies in |

|writing on the university incomplete grade form what work the student must complete to fulfill the course requirements.” |

|(Taken from the Undergraduate catalog. Three quarters of the course means ¾ of the assignments/tests/quizzes/etc. point values possible have been |

|completed.) |

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|Class Policies/Philosophy |

|1. A student should recognize that one of the most important aspects of a college education is classroom attendance and participation. The value of |

|this part of the academic experience cannot be fully measured by testing procedures. When students attend classes, they are in a position to make |

|significant contributions to their learning experiences and the learning experiences of other students by asking relevant questions, making pertinent |

|observations, and sharing information. When a student misses class, the student and the class both suffer from a missed opportunity to exchange |

|information and promote the learning process. Students should attend and participate in class. |

|2. Students will be held accountable for all requirements and information covered in all classes, whether or not they attend. If it becomes necessary |

|to give additional quizzes to spur attendance or learning, quizzes may be given and their results applied to any test scores. |

|3. The Criminal Justice Department is not a print shop. No paper will be accepted by email, other than to hold the turn in time. You should make sure |

|to print your material at least one day before it is due to avoid penalties for late papers. |

|4. Phone Behavior (Cell Phones, Pagers, etc.) Turn them off when you get to class. If it goes off, or you are using your phone during class, the |

|entire class will be given a quiz, up to 5 quizzes per class can be given. You should bring five paper pages in case a quiz(zes) is necessary. If you |

|have an emergency situation, let me know and set by the door. When your phone vibrates go into the hall to answer it. |

|5. Computers in class are OK if you are taking notes. If you are emailing, or using the computer for non-class related surfing, your behavior will be |

|counted as phone behavior, see number 4. |

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|6. Classroom demeanor. Civility in class is expected. You must respect the opinions and rights of other students and allow them to participate in |

|class. Be active in discussions, but do not hog them or blurt out answers all the time. Everyone should have a chance to participate in class. |

|7. Stupid questions are questions that are not asked. Questions that are asked are not stupid questions and will not be treated as such. If you have a|

|question on class material, ask it. |

|8. Ignorance means you are unaware of an answer, stupidity means you are incapable of understanding or knowing. If you don’t understand something, ask.|

|I doubt that you are incapable of learning the material. Don’t let ignorance become stupidity, ask in class, by email, or come to my office. |

|9. Answer questions during discussions. If you are wrong, I’ll let you know as gently as possible. I won’t make fun of your answer or you. However, |

|make a true effort to answer the question. If you are just trying to be the center of attention and hog the discussions, I’ll let you know before the |

|next class that you are over the top. |

|10. Communicating with me. You can call my phone number during office hours, or email me at my Marshall Email address. You should email me from |

|your official Marshall Email Account. We are only allowed to send student information to a student’s official email account. In the Subject box, you |

|should put in a description of what you want, like a “Question about CJ 401 or CJ 501”, always include the course number and section number. That way, |

|I will know the class and section to which you are referring. Also, use the name you are using on the class roll on all tests, quizzes, exams, and |

|emails so that I will know it is you. |

|11. I am not an attorney and do not give legal advice. Any legal interpretations in class are mine and should not be considered as legal advice |

|or to be absolutely correct under all circumstances. If you have legal questions, check the state code and/or ask an attorney. Interpretations are for|

|classroom use only and are educational interpretations. |

|12. I have significant hearing loss, especially in my right ear. Please speak up in class. If I miss what you say it isn’t on purpose. Also, |

|please don’t chat in class with other students, it makes it harder for me to hear what students are saying that pertains to class. |

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|ASSIGNMENT |

|Undergraduate |

|Graduate |

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|Points |

|# |

|Total Points |

|Grad |

|# |

|Total Points |

| |

|Write Objective Test |

| |

| |

|Undergraduate |

|50 |

|1 |

|50 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|50 |

|1 |

|50 |

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| |

|Write Short Answer/ Essay Test |

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| |

|Undergraduate |

|50 |

|1 |

|50 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|50 |

|1 |

|50 |

| |

| |

| |

|Classroom Quizzes Taken |

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| |

|Undergraduate |

|10 |

|5 |

|50 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|10 |

|5 |

|50 |

| |

| |

| |

|Constructed Quizzes |

| |

| |

|Undergraduate |

|10 |

|5 |

|50 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|10 |

|5 |

|50 |

| |

| |

| |

|COURSE SYLLABUS |

| |

| |

|Undergraduate |

|100 |

|1 |

|100 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|100 |

|1 |

|100 |

| |

| |

| |

|Training Presentation |

| |

| |

|Undergraduate |

|50 |

|1 |

|50 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|50 |

|1 |

|50 |

| |

| |

| |

|Teaching Presentation |

| |

| |

|Undergraduate |

|100 |

|1 |

|100 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|150 |

|1 |

|150 |

| |

| |

| |

| |

| |

|ASSIGNMENT |

|Undergraduate |

|Graduate |

| |

| |

|Points |

|# |

|Total Points |

|Grad |

|# |

|Total Points |

| |

| |

| |

|PowerPoint Slides |

| |

| |

|Undergraduate |

|5 |

|15 |

|75 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|5 |

|5 |

|25 |

| |

| |

| |

|Training Lesson Plans |

| |

| |

|Undergraduate |

|50 |

|1 |

|50 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|25 |

|1 |

|25 |

| |

| |

| |

|Teaching Lesson Plans |

| |

| |

| |

| |

| |

| |

| |

|Undergraduate |

|100 |

|1 |

|100 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|100 |

|1 |

|100 |

| |

| |

| |

|Teaching Tools Assessment/Assessment |

| |

| |

| |

|15 |

|5 |

|75 |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Midterm |

| |

| |

|Undergraduate |

|125 |

|1 |

|125 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|100 |

|1 |

|100 |

| |

| |

| |

|Final Examination |

| |

| |

|Undergraduate |

|125 |

|1 |

|125 |

| |

| |

| |

| |

|Graduate |

| |

| |

| |

|100 |

|1 |

|100 |

| |

| |

| |

|Total |

| |

|1000 |

| |

| |

|1000 |

| |

|Grade Scale A=900-1000 B=800-899 C=700-799 D=600-699 F= ................
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